师范生积极教育自我效能感的现状与提升——基于对2214份调查数据的实证分析被引量：1

The Status Quo and Promotion of Positive Education of Self-efficacy of Normal University Students——On theBasis of an Empirical Analysis on 2,214 Survey Data

原文传递

导出

摘要为了解积极教育背景下师范生从事学校积极教育的自我效能感现状及其影响因素,本研究采用《积极教育效能感问卷》《教师职业认同量表》《学习动机问卷》《一般自我效能感量表》和《归因风格问卷》,对2400名在校师范生进行问卷调查。结果表明师范生的积极教育自我效能感总体水平较高,在积极教育自我效感的四个子因素中,人格教育个人效能感最高,技能教育一般效能感相对较低;在性别、户籍类型和归因方式变量上,师范生的积极教育自我效能感差异显著;师范生职业认同不仅直接影响积极教育自我效能感,而且通过学习动机间接影响积极教育自我效能感,且师范生的一般自我效能感在学习动机中介过程的后半段起明显的调节作用。为提升师范生从事学校积极教育的自我效能感,师范教育过程中需要注意:促进学生专业知识与技能的积累;引导学生对教师角色价值的积极认知;保护学生的一般自我效能感;训练学生对成功事件的内归因、普遍性归因和稳定性归因倾向;强化学生对学校教育的信念。 In order to know about the the current situation and influencing factors of positive education selfefficacy of normal university students engaged in positive education,this study conducted a survey on 2,400 normal university students by Questionnaire of Self-efficacy during Positive Education,Teachers'vocational identity Scale,General Self-eficacy Scale,Learning Motivation Questionnaire and Attribution-style Questionnaire.Results of this survey show that the overall level of self-efficacy is relatively high.Among the four sub-factors of positive education self-efficacy,the personal education efficacy in personality education is the highest,the general education efficacy in skill education is the lowest;in terms of variables of gender,registered residence type and attribution style,self-efficacy differences are significant;the vocational identity not only directly influences the positive education self-efficacy but also indirectly influences it through learning motivation;moreover,the general self-efficacy of normal school students plays a significant moderating role in the second half of the mediating process of learning motivation.To promote the positive education self-efficacy of normal university students,it is important to increase students'professional knowledge and skills,guide students to have a positive understanding of the value of teacher's role,protect students'general self-efficacy,train students'internal attribution,universal attribution,and stability attribution tendencies towards successful events;and strengthen students'beliefs inschool education.

作者张海涛罗佳 Zhang Haitao;Luo Jia

机构地区豫章师范学院

出处《教育学术月刊》 CSSCI 北大核心 2023年第7期77-83,91,共8页 Education Research Monthly

基金江西省教育科学“十三五”规划2019年度重点课题“积极教育背景下师范生教育效能感内涵及提升策略研究”(编号:19ZD087)。

关键词师范生积极教育自我效能感提升 normal university students positive education self-efficacy promoting

分类号 G44 [哲学宗教—发展与教育心理学]